MINIMIZING AI DEPENDENCY OF L2 LEARNERS FOR ACADEMIC PURPOSES: VOICES FROM EFL TEACHERS

Abstract

This study explores the role of artificial intelligence in EFL education, emphasizing its advantages, challenges, and the vital responsibility of educators in ensuring a balanced and ethical approach. Artificial intelligence (AI) is reshaping English as a Second Language (L2) education, offering tools like ChatGPT and Meta AI that personalize instruction, enhance learning, and provide efficient access to resources. This study investigates the integration of AI in L2 education by exploring the perspectives of 50 EFL teachers, focusing on the benefits, challenges, and  strategies for sustainable use. Using a qualitative approach, the study identifies AI's positive impact on learning efficiency but highlights concerns such as diminished creativity, reduced engagement, and increased dependency on automation. Findings reveal that while AI tools promote efficiency, they risk reducing originality, weakening cognitive engagement, and hindering independent problem- solving skills. The study concludes that with careful teacher-led interventions, ethical AI guidelines, and innovative assessments, AI can complement—not replace—the core learning process, fostering independent, creative, and ethical learners while preserving the integrity of L2 education.